Plan - Georgia Standards

Transcription

One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and
Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on
GeorgiaStandards.Org.
French II
Unit
Communities: Buildings and Professions
How to Use this Unit
This unit was developed using the principle of beginning with the end in mine. In other words, the endof-unit assessments were developed first, based on the current Georgia standards for Modern Languages.
Those standards were developed and adopted in 2002 and can be accessed in their entirety at the
following URL:
www.georgiastandards.org
Essential Questions: How do local surroundings affect how we live, work and play?
What students should be able to do:
Elements
MLII.IP1E
MLII.IP2A
MLII.INT1B
MLII.INT1C
MLII.P1B
MLII.P1C
Give and follow directions and instructions
Initiate, participate in, and close an oral or written exchange
Interpret culturally authentic materials and information
Comprehend and follow oral and written instructions
Give brief, organized oral presentations, using visual and technological support as
appropriate
Write short, organized compositions, using visual and technological support as
appropriate
What students should know:
Vocabulary for common buildings
Vocabulary for common professions
Self-descriptive adjectives relating to professions
Prepositional phrases of distance (next to, in front of, etc.)
Verbs: to be, to go, to turn, to come (from), to prefer, to buy, faire expressions
Summative Performance Based Assessment 1
Elements: MLII.IPA1, MLII.IP2A, MLII.INT1C, MLII.P1B
Arrival Errands
Student Task
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
French II  Communities  Plan
11/12/09 10:54 AM Page 1 of 8
Copyright 2007 © All Rights Reserved
You have just arrived in Avignon on the TGV for a fun learning vacation in the south of France. Since
you have arrived before the check-in time, your hotel near the Palais des Papes will not yet have your
room ready. So, you decide to take care of some errands in the meantime. Tell your teacher where you
will go and what you have to do before finally arriving at your hotel.
Teacher Note:
Students should be given a list of errands from which to choose. Your scoring rubric will depend upon
how many errands you choose for the student to run.
Sample Errands List:
Stop at the tourist center and pick up a map of the city.
Buy a local newspaper.
Buy some film for your camera.
Buy something to drink… the trip made you thirsty!
Pick up some bandaids.
Buy some stamps and postcards to mail back to your family.
Make a dinner reservation.
Check in to your hotel.
Sample Student Response
En premier, je vais au bureau de tourisme et je cherche un plan de la ville. Après, je vais au tabac pour
acheter un journal, des timbres et du film pour mon appareil photo. J’ai soif et j’ai besoin d’un soda. Je
vais au café et je commande un Orangina. Puis, je vais à la pharmacie et j’achète des pansements. Je vais
à une boutique pour acheter des cartes postales. Je vais au restaurant et je fais une réservation.
Finalement, j’arrive à l’hôtel.
Scoring Rubric
3 Exceeds Expectations
Identifies correctly more than (8) stores to visit and things to be purchased there.
Uses at least (8) complete sentences without hesitation.
Makes slight errors in vocabulary and pronunciation, but does not impede comprehensibility.
2 Meets Expectations
Identifies correctly at least (7) stores to visit and things to be purchased there.
Uses at least (7) complete sentences with only slight hesitation.
Makes some errors in vocabulary and pronunciation but does not impede comprehensibility.
1 Approaches Expectations
Identifies (5) stores to visit and things to be purchased there.
Uses at least (5) complete sentences. Sentence fragments and hesitation are noted.
Makes numerous errors in vocabulary and pronunciation that may impede comprehensibility.
U Does Not Meet Expectations
Describes correctly fewer than (5) stores to visit and things to be purchased there.
11/12/09 10:54 AM Page 2 of 8
Uses mainly sentence fragments and hesitation is frequent.
Makes significant errors in vocabulary and pronunciation that severely impede
comprehensibility.
SUMMATIVE PERFORMANCED BASED ASSESSMENT 2
Elements: MLII.IP2A, MLII.P1C
City Planning
Student Task:
A committee of French urban planners is visiting your town. They are interested in knowing how you
would rearrange your downtown area to better serve the community. Create a simple map which
includes important community areas, such as:
the town hall
the hospital
the mall
the post office
the high school
the supermarket
the pharmacy
the airport
the movie theater
a park
Write a description of your map for the committee giving the location of each building.
Teacher Note:
You may choose to make this assessment an oral presentation instead of written.
Sample Student Response
La mairie(ou l’hôtel de ville)est au centre-ville. La poste est en face de la mairie. Le lycée est à côté de
la poste. Il y a un parc entre la poste et le lycée. L’hôpital est derrière la mairie. La pharmacie est à
gauche de l’hôpital. Le supermarché est à droite du lycée. Le centre commercial est devant le
supermarché. Le cinéma est dans le centre commercial. L’aéroport est loin de la mairie.
(The mayor’s office is downtown. The post office is across from the mayor’s office. The high school is
next to the post office…)
11/12/09 10:54 AM Page 3 of 8
Scoring Rubric
Student provides more than 10 correctly labeled buildings on their map.
Uses at least 10 complete sentences.
Errors, if present, in grammar, spelling, punctuation, and capitalization do not hinder
comprehension.
Student provides 10 correctly labeled buildings on their map.
Uses 10 complete sentences.
Errors in grammar, spelling, punctuation, and capitalization do not hinder comprehension.
Student provides 7-9 correctly labeled buildings on their map.
Uses 7-9 complete sentences.
Errors in grammar, spelling, punctuation, and capitalization may hinder comprehension.
Student provides 6 or less correctly labeled buildings on their map.
Uses 6 or less complete sentences.
Errors in grammar, spelling, punctuation, and capitalization hinder comprehension.
Elements: MLIII.IP2A, MLII.INT1B, MLII.INT1C, MLII.P1C
Internship in France!
Student Task:
Lucky you! The Alliance Française has awarded you with a scholarship to travel to Paris this summer!
Even better, they would like to place you in an internship so that you can try out a career while
improving your French. Complete the survey they have sent you to see which internship best suits you.
When you are finished and have learned which internship you have been offered (by your teacher), write
a brief statement explaining why you are well suited to the job. (FRII-4, PBA 3)
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Sample Survey and Sample Student Response :
1. Où est-ce que vous préférez travailler ? (dans un gratte-ciel, dans une ferme, dans une grande
entreprise, etc.)
2. Est-ce que vous préférez travailler avec les mains ou avec le cerveau?
3. Est-ce que vous aimez travailler en solitaire ou avec des autres ?
4. Est-ce que vous voulez gagner beaucoup d’argent ou assez d’argent ?
5. Est-ce que vous aimez travailler ou êtes-vous paresseux ?
6. Est-ce que vous aimez discuter ?
7. Quel est votre sujet préféré ?
8. Est-ce que vous préférez commencer le travail le matin, l’après-midi, ou le soir ?
Je suis content de travailler avec un avocat. J’aime discuter. Je voudrais travailler dans un bureau avec
d’autres avocats. Je voudrais gagner beaucoup d’argent. Je n’aime pas le matin et je préfère commencer
le travail l’après-midi.
(Sample survey and response at end of document.)
Scoring Rubric
Student logically answers all survey questions with complete sentences.
Uses more than 5 complete sentences in their statement.
comprehension.
Student logically answers all survey questions with appropriate words/phrases.
Uses 5 complete sentences in their statement.
Student logically answers 7 or more survey questions with appropriate words/phrases.
Uses 4 complete sentences in their statements.
Student logically answers 6 or less survey questions or does not use appropriate
words/phrases.
Uses 3 or less sentences in their statement.
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Elements: MLII.IP1E, MLII.IP2A, MLII.INT1B, MLII.INT1C, MLII.P1B
First Day On The Job!
Student Task:
You have arrived in Paris, at last, for your internship. Your boss has left a voice mail on your cell phone
giving you directions from your residence to your work place. While you listen to the directions, draw a
line on the map indicating your route. When you are finished, call your boss (your teacher) back and
repeat the directions to make sure you’re going to the right place
Teacher Note:
Find a map that is large enough for the students to manipulate. These can be found at a variety of sources
(such as www.pagesjaunes.fr, www.ricksteves.com, etc.) Be sure the « landmark » buildings and/or the
streets are clearly labeled.
Sample Teacher Script :
Bonjour ! Pour aller au bureau, vous allez tout droit jusqu’à l’hôpital Haussman. Tournez à gauche à
l’Avenue Cler. Allez jusqu’à la poste. Tournez à droite au Boulevard Mont Blanc. Au supermarché, tournez
à droite. Vous allez tout droit jusqu’au lycée Pascal et le bureau est en face.
(Hello! To go to the office, go straight until the hospital Haussman. Turn left at Avenue Cler. Go until the
post office. Turn right onto Boulevard Mont Blanc. At the supermarket, turn right. You continue straight
ahead until the school and the office is just across the street.)
Sample Student Response :
Je vais tout droit jusqu’à l’hôpital Haussman. Je tourne à gauche à l’Avenue Cler. Je vais jusqu’à la poste. Je
tourne à droite au Boulevard Mont Blanc. Au supermarché, je tourne à droite. Je vais tout droit jusqu’au
lycée Pascal et le bureau est en face.
(I go straight ahead until I reach the hospital Haussman. I turn left onto Avenue Cler…)
Scoring Rubric
Successfully draws the route, including all five directions.
Accurately identifies all five landmark buildings when repeating the directions.
Accurately uses directional phrases in all five sentences.
comprehension.
Correctly draws the route for four directions.
Accurately identifies four landmark buildings when repeating the directions.
Accurately uses directional phrases in most sentences.
Draws the route with several errors, including only 3 directions.
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Accurately identifies only three landmark buildings when repeating the directions.
Accurately uses directional phrases in only a few sentences.
Draws the route with several errors, identifying two or fewer directions.
Accurately identifies two landmark buildings or less when repeating the directions.
Incorrectly uses directional phrases in most sentences.
Interdisciplinary Instructional Tasks
Interpersonal Communication Tasks
1. Who am I? (Language Arts, Physical Education) Students will play charades with the
professions. Students are grouped in pairs or small groups. Each group has a box or a bag with
small slips of paper inside. Each slip of paper contains the name of a profession. The students
will take turns drawing a slip of paper and acting out the profession. The student who guesses
correctly will go next.
2. Label me! (Language Arts) Students are grouped in pairs. Student A has a picture of a person
representing a profession. Student A will describe the profession and Student B will guess what
the profession is. Students will switch roles with each profession.
3. Who are the people in your neighborhood? (Language Arts, Music) You and your partner
have been asked to appear on “Sesame Street” and play the great game, People in Your
Neighborhood. After singing the song, one partner will give clues such as, “I’m thinking of
someone who wears a uniform.” They continue to give clues until their partner guesses the
profession. The pair writes down the profession and the name of someone (real or imagined, if
necessary) in that profession. !(NOTE: http://members.tripod.com/Tiny_Dancer/people.html has
the lyrics, if you need to be reminded)
4. Where am I going? (Language Arts, Social Studies) You and your partner have been sent on a
shopping spree in Québec. You know what you have to buy, but you aren’t sure where you have
to go. Each student is given a list of errands and a list of stores. Take turns asking your partner
either “Where do I go for...” or “What do I do at ...” Your partner will respond accordingly from
their list.
Interpretive Communication Tasks
5. Where is Waldo? (Geography, Language Arts) Put a map of a city or neighborhood on the
overhead (or board, or as a handout, etc.) Decide where you want to “hide” Waldo. Tell the
students that your dear friend Waldo (or Günter, or Maria, or Pierre…) has gone missing. Ask
the students to offer opinions as to where he might be. Reward the student who guesses correctly.
(Note: You could also do this activity using the real “Where’s Waldo?” books.)
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6. Getting around town (Geography, Language Arts) Your French Club is trying to help a group
of new exchange students in your city. They want to be able to find a few places in town, such as
the bank, movie theatre, post office, etc. Your teacher is giving them a “tour” around the city by
giving them a city map that she has drawn. However, s/he has forgotten to label the places they
will visit. As you listen to him/her describe their tour, label the places they will visit in the order
s/he describes.
7. Time for a new job (Social Studies, Math) The year is 2020 and you have decided that it is
time for a new job; maybe even a new career! You scour the want ads for an interesting job with
a good salary. As you find jobs that interest you, keep a chart where you can compare and
contrast the pros and cons of each job. When you are finished, write a brief summary on the job
you choose and why. (Note: There is a great French resource for this at:
http://www.stf.sk.ca/teaching_res/library/teach_mat_centre/TMC/s10216/vers_une_carriere.pdf
using pages 137-138; it includes six employment offers and a chart for the students.)
Presentational Communication Tasks
8. Chamber of Commerce (Geography) Because members of your city’s Chamber of Commerce
know that you are such good, bilingual students, they have asked for your help. A committee
from the French company, Danone, will be arriving in a few days. They are considering building
a new office (or factory) in your town which would bring lots of jobs and growth. The Chamber
would like you to create a neat, creative, and most importantly, informative map for the
businessmen to take back with them. This map should include a great location for the proposed
new office.
9. Job Fair (Language Arts) You are spending a semester studying in Aix-en-Provence, and you
have decided that it is such a fun and beautiful place that you would like to stay for the summer.
In order to support yourself, you will need to find a job. The school where you are studying has a
job placement program. For them to help you, you must present yourself to the placement
committee and tell them why you would be a good employee and what kind of work you are
looking for.
10. I can draw that! (Art) You have just visited the High Museum of Art in Atlanta. The exhibition
was entitled, “Buildings Through Artists Eyes”. Although many different artists and styles were
represented, the single theme was structures. In particular, you noticed Cézanne’s “Houses on the
Hill”, Monet’s “ London Houses of Parliament”, and Matisse’s “Les toits de Collioure”. You
thought they were good, but you think that you can do better! Choosing the style of the one of
the artists you saw at the exhibit, draw a structure or structures from your town. Make sure you
title your artwork before hanging it in the museum (classroom). (Note: The teacher should
choose artists and works representative of the cultures studied in the classroom. A good site to
find works is: http://www.ibiblio.org/wm/paint/ )
11/12/09 10:54 AM Page 8 of 8

Plan - Georgia Standards

Transcription

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